UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #4:Facet: Perspective
Grade Level: FreshmenNumbers of Days: 3
Topic:creating equations in one variable, and inequalities, and use them to solve problems.
PART I:
Objectives
Student will understand that
Students will understand that you can create equations in one variable, and inequalities, and use them to solve problems.
Student will know
Students will know area, y=mx+b, properties.
Student will be able to do
Students will be able to compare answers and collaborate to find the correct answers.
Product: Instructable
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
The teacher will check for understanding by using Make it A Priority. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Instructables to create their projects on linear equations using area, y=mx + b, and properties. Student will spend class time in groups of four creating their projects. They should be prepared to present their Instructables next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. This will allow each group to cover the material thoroughly. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Students will create a step-by-step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. (40 points)
Integration
Technology:
Instructables will be used as the technology piece in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
Content Areas:
Art: Students will be able to use different colors, and canvases to allow their artistic creativity to come alive through their game.
English: Students will use English to give directions to their games. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know area, y=mx+b, and properties and be able to compare answers and collaborate to find the correct answers. Students will use a Four Column Chart, and a three step Interview to start organizing thoughts they have for their Instructable guide.
Section II – Groups and Roles for Product
Students will use a Four Column Chart, and a three step Interview to start organizing thoughts they have for their Instructable guide. There Instructable must include the use of area, y=mx+b, and properties. Students will be place in groups based on the color card beneath their chairs. There are four of each color. Students will then find the group of tables with the corresponding color.
Differentiated Instruction
MI Strategies
Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class.
Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics.
Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties.
Intrapersonal:Student will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables.
Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable.
Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan)I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Student who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignments, that are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology:
Instructables will be used for the technology in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
This is a type two technology because Instructables has amazing capabilities. Instructables can move things around, present material in cool, colorful, and individual ways.It creates a sense of structured flow for the students. Students will benefit from Instructable technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Instructable guides on the topic of area, y=mx+b, and properties.
Gifted Students:
I will give gifted students the opportunity to create their Instructable using more advanced material. Students will have to understand the harder content in order to create the Instructable. By allowing them to use harder material students they will challenge themselves while creating their projects. The teacher may even give the students a higher-level task for them to assess and incorporate into their Instructables.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Pencils
Paper
Calculators
Projector
Library
Google (internet browsers)
Instructables
Checklists
Four Column Chart (Graphic Organizer)
Three Step Interview (Cooperative learning activity)
Contract between partners (contact info, meeting times)
Teaching and Learning Sequence(Describe the teaching and learning process using all of the information from part I of the lesson plan)Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of 4.
Day One: Linear Equations with Area, Properties, and Y=mX +B (80 Minutes)
Introduction: Overview of class schedule, and intro of lesson (5 minutes)
(Hook):Show students examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. Then show the Instructables website that shows how people explain methods of doing things. (15 Minutes)
Instructional Period:Present area, properties and y=mx+b. Introduce Instructable project and show students how to used the website. (20 Minutes)
First Class Activity: Students will participate in a three-step-interview. Students will be placed in groups of four. They will pair within their groups. One student will be the interviewer, and ask open-ended questions that relate to the Instructable project. The other partner will answer, and then the partners will switch the roles. Back in the group students will report out what information was discussed during the interviews.(10 Minutes)
Second Class Activity:Students will, in their partners will use the four-column chart (graphic organizer) to come up with several ideas for their Instructables. They will create sub categories and describe what and how they will be described in the Instructable. (20 Minutes)
Task Introduction: Students will be asked to begin exploring Instructables. Upon arriving to the next class they will each share their Journal entry on what they learned while exploring the site. (5 Minutes)
Make it A Priority:
Students will participate in Make it A Priority before leaving class. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need. (5 Minutes)
Day Two: Instructables onLinear Equations withArea, Properties, and Y=mX +B(80 Minutes)
Introduction: The class will briefly share their journal entries with the class to get their minds thinking about their Instructables! (10 Minutes)
Work Period: Students will work together to create an Instructable. The teacher will roam and help students with question, and give helpful suggestions to each group. (30 Minutes)
Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes)
Second Work Period: (30 Minutes)
Assignment: Students will finish their Instructables if they have not already finished. They should be ready to present their games next class. (5 Minutes)
Day 3: Comic Life DAY! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Instructable better? More Presentable? (10 Minutes)
Work Period: Student will go back into their Instructables with their partner and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (15 Minutes)
Gallery Station Walk: Half the students will place their Instructables around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have eight minutes at each Instructable. Here they will look, and discuss! The groups that are showing their Instructable will stand with their station to assist the other students. They will actually instruct along with their Instructable. After 25 minutes the class will switch roles and the other groups will present their Instructables. There will be 6 presentations in all. (50 Minutes)
Wrap Up: Teacher will collect the Url for the Instructables from each group. They will be graded by checklist. Students will receive feedback, and their grades next class. (5 Minutes)
The class will be arranged in groups of three. The desks will be placed in trios facing the front of the classroom. This will allow for normal instruction, like any other day, but also allow for an easier transition when groups are formed. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on properties, area, and y=mx+b, and create groups for the Instructables project. The teacher will place students in groups of four by placing color-coded cards under the student chairs. They are four of each color. Students will create groups based on their colors, once in groups the students will participate in the Three Step Interview (Cooperative Learning Activity), and complete the four-column chart (graphic organizer). On the second day students will all share one thing from their journals that they learned while exploring Instructable technology. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re-motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have fifteen minutes to go critique their Instructable projects, and try to make them more flashy and exciting! Half the students will place their Instructables around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have eight minutes at each Instructable. Here they will look, and discuss! The groups that are showing their Instructable will stand with their station to assist the other students. They will actually instruct along with their Instructable. After 25 minutes the class will switch roles and the other groups will present their Instructables. There will be 6 presentations in all. To wrap everything up the teacher will collect the Urls for the Instructables from each group. They will be graded by checklist. Students will receive feedback, and their grades next class. Students will understand that they can create equations in one variable, and inequalities, and use them to solve problems while incorporating area, y=mx+b, and properties. Students will be hooked by showing examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. The Instructables website will be introduced and will show how people explain methods of doing things.
Students will know properties, area, and y=mx+b. Students will use three step interview (cooperative learning activity) and a four column chart (graphic organizer) to start talking about and organizing thoughts they have for their Instructables. As the teacher I will deliver a short and to the point instruction of fifteen minutes. In this time I will be able to effectively cover the needed material. Students will participate in Make it A Priority before leaving class. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need. The content that I will cover is as follows:
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Slope – Intercept Form:
The slope - intercept form of a linear equation is given by the following formula: y= mx + b
‘m’ is the slope and ‘b’ is the y – intercept)
Slope is a ratio use to measure the steepness of a line. To find slope you must find the change in ‘y’ over the change in ‘x’. This can also be written as: Rise/Run. The way to find rise/run is to have to points on a line. For example (5,8) and (10,12); to find the ‘rise’ you find the difference between the y coordinates. So; 12 – 8 = 4 then you do the same thing for the x coordinates to find the ‘run’. So; 10 - 5 = 5 this will make the final answer be 4/5. Our slope is 4/5ths the equation for this is: Y1 - Y / X1- X
Perimeter: To find the perimeter of a 2D shape you must add up all the sides of that shape. For example, if a rectangle had side lengths of 5, 7, 5, and 7, we would add up every side to get our perimeter. 5+7+5+7= 24. So, the perimeter is 24.
Area: Area is the amount of surface space of a 2D shape. It is measured in square units. The area can me measured in multiple ways such as Centimeters, inches, feet, meters, millimeters, and more.
To find the area we simply multiply the length of a shape by its width. For example if we had a rectangle wil a side length of 8 and a width of 12 our area would be 96. We got that by multiplying 8 X 12 = 96
Students will use three-step interview (cooperative learning activity) and a four-column chart (graphic organizer) to start talking about and organizing thoughts they have for their Instructable. Their Instructable must include the use of properties, area, and y=mx+b. Students will use make it a priority to make a list of the things they understand best, and least in regards to area, properties, and y=mx+b. Students will then use Instructables to create a step by step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. They should be prepared to present their Instructables nest class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist. The teacher will put students into random groups. Each student will share an equal role in the project as stated in the contract they signed as groups. They will all help to come up with ideas, and they will all help to creatively create an Instructable. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Instructable better? More Presentable? They will then go back into their projects for fifteen minutes and check for errors in their math, spelling, and will also attempt to make their Instructable more attention grabbing and colorful!
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the gallery station walk I will collect all the Instructable Urls, and grade them using this same checklist. I will also grade them based on the effort, participation, and quality of their work. I will hand back these checklists along with a small written reflection at the beginning of next class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material that they are creating their Instructables on. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Slope – Intercept Form:
The slope - intercept form of a linear equation is given by the following formula: y= mx + b
‘m’ is the slope and ‘b’ is the y – intercept)
Slope is a ratio use to measure the steepness of a line. To find slope you must find the change in ‘y’ over the change in ‘x’. This can also be written as: Rise/Run
The way to find rise/run is to have to points on a line. For example (5,8) and (10,12); to find the ‘rise’ you find the difference between the y coordinates. So; 12 – 8 = 4 then you do the same thing for the x coordinates to find the ‘run’. So; 10 - 5 = 5 this will make the final answer be 4/5. Our slope is 4/5ths the equation for this is: Y1 - Y / X1- X
Perimeter: To find the perimeter of a 2D shape you must add up all the sides of that shape. For example, if a rectangle had side lengths of 5, 7, 5, and 7, we would add up every side to get our perimeter. 5+7+5+7= 24. So, the perimeter is 24.
Area: Area is the amount of surface space of a 2D shape. It is measured in square units. The area can me measured in multiple ways such as Centimeters, inches, feet, meters, millimeters, and more.
To find the area we simply multiply the length of a shape by its width. For example if we had a rectangle wil a side length of 8 and a width of 12 our area would be 96. We got that by multiplying 8 X 12 = 96
Handouts
List the items that need to be printed out for the lesson.
Four Column Chart (60 copies)
Checklists (60 copies)
Partner Contracts (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 –Learner Development. The teacher understands how learners grow and develop,recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard:The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope:The microscopes in my class will be able to have in depth conversations while they create their Instructables using y=mx+b, area, and properties. They will be able to solve problems alike in their textbooks, which will further expand their understandings.
Puppy:For my puppy student I will ensure that they are working with a student(s) that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tool they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Instructable technology. They will be able to present one section of their Instructable if they desire and present the rest to the teacher at another time. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth,to monitor learner progress, and to guide the teacher's and learner's decision making.
Section I – checking for understanding during instruction
The teacher will check for understanding by using Make it A Priority. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Instructables to create their projects on linear equations using area, y=mx + b, and properties. Student will spend class time in groups of four creating their projects. They should be prepared to present there Instructables next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. This will allow each group to cover the material thoroughly. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Students will create a step by step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. (40 points)
Rationale:
This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7-Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum,cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See content notes.
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet:Perspective
Rationale:
This lesson is geared to get students interested in the material at hand. By creating an Instructable and using technology they will have fun while learning. They will realize that area, properties, and y=mx+b can be grasped easily! They will also explore multiple other resources aside from the ones provided by the teacher. With these additional resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to create their own perspectives in every detail concerning the uses of area, properties, and y=mx+b
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class.
Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics.
Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties.
Intrapersonal: Students will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables.
Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable.
Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties.
Type II Technology:
Instructables will be used for the technology in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
This is a type two technology because Instructables has amazing capabilities. Instructables can move things around, present material in cool, colorful, and individual ways.It creates a sense of structured flow for the students. Students will benefit from Instructable technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Instructable guides on the topic of area, y=mx+b, and properties.
Rationale:
This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will be working with Instructables in order to create a new way to make a fun and exciting way to teach a lesson. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Instructables.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will be using Instructables as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class through a gallery walk, which will show whether or not the student has mastered the material.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Mr. Potter Lesson #4: Facet: Perspective
Grade Level: Freshmen Numbers of Days: 3
Topic: creating equations in one variable, and inequalities, and use them to solve problems.
PART I:
Objectives
Student will understand that
Students will understand that you can create equations in one variable, and inequalities, and use them to solve problems.
Student will know
Students will know area, y=mx+b, properties.
Student will be able to do
Students will be able to compare answers and collaborate to find the correct answers.
Product: Instructable
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Rationale:
Student will meet this standard by applying real world applications. With these applications they will create equations and inequalities, and solve them.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
The teacher will check for understanding by using Make it A Priority. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Instructables to create their projects on linear equations using area, y=mx + b, and properties. Student will spend class time in groups of four creating their projects. They should be prepared to present their Instructables next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. This will allow each group to cover the material thoroughly. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Students will create a step-by-step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. (40 points)
Integration
Technology:
Instructables will be used as the technology piece in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
Content Areas:
Art: Students will be able to use different colors, and canvases to allow their artistic creativity to come alive through their game.
English: Students will use English to give directions to their games. They will have to incorporate certain math vocabulary, and may have to use a dictionary to find definitions.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will know area, y=mx+b, and properties and be able to compare answers and collaborate to find the correct answers. Students will use a Four Column Chart, and a three step Interview to start organizing thoughts they have for their Instructable guide.
Section II – Groups and Roles for Product
Students will use a Four Column Chart, and a three step Interview to start organizing thoughts they have for their Instructable guide. There Instructable must include the use of area, y=mx+b, and properties. Students will be place in groups based on the color card beneath their chairs. There are four of each color. Students will then find the group of tables with the corresponding color.
Differentiated Instruction
MI Strategies
Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class.
Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics.
Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties.
Intrapersonal: Student will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables.
Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable.
Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties.
Modifications/Accommodations
From IEP’s (Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Student who are absent from this lesson will be required to make up the work. They will check the online page to get the assignments. If students know they will be missing a lesson they should notify me as soon as possible, so we can make arrangements, and work to keep to up to date. Students are encouraged to converse with their peers to get help with assignments. For hard copy assignments, that are not online students will be able to briefly stop in upon returning to school to pick up the missed work. They will be allotted three days to complete the given work. For the lessons that they miss, there will be links posted online to re-enforce, or re-teach what was taught that day. Kids who miss class are encouraged to email me with any remaining questions concerning their assignment(s).
Extensions
Type II technology:
Instructables will be used for the technology in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
This is a type two technology because Instructables has amazing capabilities. Instructables can move things around, present material in cool, colorful, and individual ways.It creates a sense of structured flow for the students. Students will benefit from Instructable technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Instructable guides on the topic of area, y=mx+b, and properties.
Gifted Students:
I will give gifted students the opportunity to create their Instructable using more advanced material. Students will have to understand the harder content in order to create the Instructable. By allowing them to use harder material students they will challenge themselves while creating their projects. The teacher may even give the students a higher-level task for them to assess and incorporate into their Instructables.
Materials, Resources and Technology
List all the items you need for the lesson.
Computers
Pencils
Paper
Calculators
Projector
Library
Google (internet browsers)
Instructables
Checklists
Four Column Chart (Graphic Organizer)
Three Step Interview (Cooperative learning activity)
Contract between partners (contact info, meeting times)
Source for Lesson Plan and Research
List all URL and describe.
http://www.instructables.com/ Students will use this site to create their Instructables.
https://www.khanacademy.org/math/geometry/basic-geometry/perimeter_area_tutorial/v/perimeter-and-area-basics Students will use this link for extra instruction on using area.
http://hotmath.com/hotmath_help/topics/properties-of-exponents.html Students will use this link for extra instruction on properties.
https://www.khanacademy.org/math/algebra/linear-equations-and-inequalitie/equation-of-a-line/v/converting-to-slope-intercept-form Students will use this link for more instruction on y=mx+b
http://www.eduplace.com/graphicorganizer/pdf/4column.pdf Students will use this link for the graphic organizer activity. The four column chart will help them to organize their ideas.
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
The room will be set up with desks arranged in groups of 4.
Day One: Linear Equations with Area, Properties, and Y=mX +B (80 Minutes)
Introduction: Overview of class schedule, and intro of lesson (5 minutes)
(Hook): Show students examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. Then show the Instructables website that shows how people explain methods of doing things. (15 Minutes)
Instructional Period: Present area, properties and y=mx+b. Introduce Instructable project and show students how to used the website. (20 Minutes)
First Class Activity: Students will participate in a three-step-interview. Students will be placed in groups of four. They will pair within their groups. One student will be the interviewer, and ask open-ended questions that relate to the Instructable project. The other partner will answer, and then the partners will switch the roles. Back in the group students will report out what information was discussed during the interviews. (10 Minutes)
Second Class Activity: Students will, in their partners will use the four-column chart (graphic organizer) to come up with several ideas for their Instructables. They will create sub categories and describe what and how they will be described in the Instructable. (20 Minutes)
Task Introduction: Students will be asked to begin exploring Instructables. Upon arriving to the next class they will each share their Journal entry on what they learned while exploring the site. (5 Minutes)
Make it A Priority:
Students will participate in Make it A Priority before leaving class. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need. (5 Minutes)
Day Two: Instructables on Linear Equations with Area, Properties, and Y=mX +B (80 Minutes)
Introduction: The class will briefly share their journal entries with the class to get their minds thinking about their Instructables! (10 Minutes)
Work Period: Students will work together to create an Instructable. The teacher will roam and help students with question, and give helpful suggestions to each group. (30 Minutes)
Break: Students will take a five-minute break, to socialize and hopefully talk to other piers to compare ideas! The teacher will give students a hint as to collaborate with each other during this time period. (5 Minutes)
Second Work Period: (30 Minutes)
Assignment: Students will finish their Instructables if they have not already finished. They should be ready to present their games next class. (5 Minutes)
Day 3: Comic Life DAY! (80 Minutes)
Introduction: Q&A: Do you have any questions? How can you make your Instructable better? More Presentable? (10 Minutes)
Work Period: Student will go back into their Instructables with their partner and critique their work! They will check for grammar, spelling mistakes, and simple math mistakes, and they will attempt to make it even more creative! The teacher will take quick attendance and then roam around to check the progress of each group. The teacher will also provide feedback and constructive ideas for the students. (15 Minutes)
Gallery Station Walk: Half the students will place their Instructables around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have eight minutes at each Instructable. Here they will look, and discuss! The groups that are showing their Instructable will stand with their station to assist the other students. They will actually instruct along with their Instructable. After 25 minutes the class will switch roles and the other groups will present their Instructables. There will be 6 presentations in all. (50 Minutes)
Wrap Up: Teacher will collect the Url for the Instructables from each group. They will be graded by checklist. Students will receive feedback, and their grades next class. (5 Minutes)
The class will be arranged in groups of three. The desks will be placed in trios facing the front of the classroom. This will allow for normal instruction, like any other day, but also allow for an easier transition when groups are formed. The agenda is pretty simple; it will be made up of three class periods. This first day the teacher will present the lesson on properties, area, and y=mx+b, and create groups for the Instructables project. The teacher will place students in groups of four by placing color-coded cards under the student chairs. They are four of each color. Students will create groups based on their colors, once in groups the students will participate in the Three Step Interview (Cooperative Learning Activity), and complete the four-column chart (graphic organizer). On the second day students will all share one thing from their journals that they learned while exploring Instructable technology. They will then work on their projects for the remainder of the period. They will be given a break in the middle of the class period to re-motivate themselves. Finally on the third and last day the students will be asked questions from the teacher on what they could have done differently. They will then have fifteen minutes to go critique their Instructable projects, and try to make them more flashy and exciting! Half the students will place their Instructables around the room. The teacher will grade the presentations with a checklist based on effort, material, creativity, participation, and content incorporation. Students in their groups will have eight minutes at each Instructable. Here they will look, and discuss! The groups that are showing their Instructable will stand with their station to assist the other students. They will actually instruct along with their Instructable. After 25 minutes the class will switch roles and the other groups will present their Instructables. There will be 6 presentations in all. To wrap everything up the teacher will collect the Urls for the Instructables from each group. They will be graded by checklist. Students will receive feedback, and their grades next class. Students will understand that they can create equations in one variable, and inequalities, and use them to solve problems while incorporating area, y=mx+b, and properties. Students will be hooked by showing examples of how people instruct students to evaluate area, y=mx+b, and properties, and have a discussion. The Instructables website will be introduced and will show how people explain methods of doing things.
Where, Why, What, Hook, Tailors: Logical, Verbal, Visual, Intrapersonal, Interpersonal, Kinesthetic.
Students will know properties, area, and y=mx+b. Students will use three step interview (cooperative learning activity) and a four column chart (graphic organizer) to start talking about and organizing thoughts they have for their Instructables. As the teacher I will deliver a short and to the point instruction of fifteen minutes. In this time I will be able to effectively cover the needed material. Students will participate in Make it A Priority before leaving class. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need. The content that I will cover is as follows:
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Slope – Intercept Form:
The slope - intercept form of a linear equation is given by the following formula: y= mx + b
‘m’ is the slope and ‘b’ is the y – intercept)
Slope is a ratio use to measure the steepness of a line. To find slope you must find the change in ‘y’ over the change in ‘x’. This can also be written as: Rise/Run. The way to find rise/run is to have to points on a line. For example (5,8) and (10,12); to find the ‘rise’ you find the difference between the y coordinates. So; 12 – 8 = 4 then you do the same thing for the x coordinates to find the ‘run’. So; 10 - 5 = 5 this will make the final answer be 4/5. Our slope is 4/5ths the equation for this is: Y1 - Y / X1- X
Properties of Exponents:
http://hotmath.com/hotmath_help/topics/properties-of-exponents.html
Perimeter: To find the perimeter of a 2D shape you must add up all the sides of that shape. For example, if a rectangle had side lengths of 5, 7, 5, and 7, we would add up every side to get our perimeter. 5+7+5+7= 24. So, the perimeter is 24.
Area: Area is the amount of surface space of a 2D shape. It is measured in square units. The area can me measured in multiple ways such as Centimeters, inches, feet, meters, millimeters, and more.
To find the area we simply multiply the length of a shape by its width. For example if we had a rectangle wil a side length of 8 and a width of 12 our area would be 96. We got that by multiplying 8 X 12 = 96
Equip, Explore, Rethink, Tailors: Intrapersonal, Interpersonal, Verbal, Visual, Logical, Musical.
Students will use three-step interview (cooperative learning activity) and a four-column chart (graphic organizer) to start talking about and organizing thoughts they have for their Instructable. Their Instructable must include the use of properties, area, and y=mx+b. Students will use make it a priority to make a list of the things they understand best, and least in regards to area, properties, and y=mx+b. Students will then use Instructables to create a step by step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. They should be prepared to present their Instructables nest class. The teacher will roam the classroom providing answers to questions and helping students with their projects. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist. The teacher will put students into random groups. Each student will share an equal role in the project as stated in the contract they signed as groups. They will all help to come up with ideas, and they will all help to creatively create an Instructable. On the third day students will be given the opportunity to rethink, revise, and refine their projects. This will be motivated by a short question and answer period led by the teacher. They will be asked questions like: Do you have any questions? How can you make your Instructable better? More Presentable? They will then go back into their projects for fifteen minutes and check for errors in their math, spelling, and will also attempt to make their Instructable more attention grabbing and colorful!
Explore, Experience, Revise, Rethink, Refine, Tailors: Verbal, Logical/Mathematical, Visual, Kinesthetic, Intrapersonal, and Interpersonal.
Students will self-assess during their rethink/ refine stage. They will go down through the checklist that they have been given. They will grade themselves, and add or fix anything that they missed or feel they may improve on. After the gallery station walk I will collect all the Instructable Urls, and grade them using this same checklist. I will also grade them based on the effort, participation, and quality of their work. I will hand back these checklists along with a small written reflection at the beginning of next class. They will all receive their grades and I will address the class overall and then talk to each group that has questions or comments. This will all pertain to their homework because they will be given problems from their book on the exact same material that they are creating their Instructables on. In the following classes they will be given a pre-quiz, and finally a quiz. This lesson content will combine with other contents, and students will be assessed on multiple lesson contents at the end of the unit.
Evaluate, Tailors: Verbal, Interpersonal, Intrapersonal, Logical, Visual.
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Equation: Students may have a general idea of what equations are. An equation is a something that shows, in terms of math, that two things are equal to one another. The statement 60=30+30 is an equation. It is important that students know that both sides of an equation are the same but are simply written in different ways.
Linear equations: are equations that have an unknown variable like (x, y, z), these variables are all of the power 1. This is the most important thing to linear equations. The variable can only be raised to the power of one. A variable to power 2 like (Y2) is not a linear equation because it has an exponent that is not equal to one. 60=20+x is a linear equation.
Slope – Intercept Form:
The slope - intercept form of a linear equation is given by the following formula: y= mx + b
‘m’ is the slope and ‘b’ is the y – intercept)
Slope is a ratio use to measure the steepness of a line. To find slope you must find the change in ‘y’ over the change in ‘x’. This can also be written as: Rise/Run
The way to find rise/run is to have to points on a line. For example (5,8) and (10,12); to find the ‘rise’ you find the difference between the y coordinates. So; 12 – 8 = 4 then you do the same thing for the x coordinates to find the ‘run’. So; 10 - 5 = 5 this will make the final answer be 4/5. Our slope is 4/5ths the equation for this is: Y1 - Y / X1- X
Properties of Exponents:
http://hotmath.com/hotmath_help/topics/properties-of-exponents.html
Perimeter: To find the perimeter of a 2D shape you must add up all the sides of that shape. For example, if a rectangle had side lengths of 5, 7, 5, and 7, we would add up every side to get our perimeter. 5+7+5+7= 24. So, the perimeter is 24.
Area: Area is the amount of surface space of a 2D shape. It is measured in square units. The area can me measured in multiple ways such as Centimeters, inches, feet, meters, millimeters, and more.
To find the area we simply multiply the length of a shape by its width. For example if we had a rectangle wil a side length of 8 and a width of 12 our area would be 96. We got that by multiplying 8 X 12 = 96
Handouts
List the items that need to be printed out for the lesson.
Four Column Chart (60 copies)
Checklists (60 copies)
Partner Contracts (60 copies)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard: The clipboard students in my class will have graphic organizers in order to help the students organize step-by-step their logic and ideas. The class period is clearly planned out on the board so students can see how long we will be doing each thing in class. Students will be given a handout, and a checklist that will provide my expectations. This will help them to understand exactly what they are to do.
Microscope: The microscopes in my class will be able to have in depth conversations while they create their Instructables using y=mx+b, area, and properties. They will be able to solve problems alike in their textbooks, which will further expand their understandings.
Puppy: For my puppy student I will ensure that they are working with a student(s) that will be supportive and easy going. This will help them feel like they are working and learning in a fun, and safe environment. These students will be able to collaborate with their partners and other peers in the classroom. The students will have multiple chances to meet with me and talk about the project.
Beach Ball: For my beach ball learners I will provide them with options, and let them use whatever tool they feel will help them complete the project. Students will be placed with another student who will likely motivate and interest their partner while using Instructable technology. They will be able to present one section of their Instructable if they desire and present the rest to the teacher at another time. All the beach ball learners will participate in cooperative learning activities, and graphic organizers with their partners. Here they will be heard, and they will feel as if they can speak freely.
Rationale: Students will be able to experience a variety of learning styles in this project. Students and the teacher will realize how other students need information, or even that some students require a higher comfort level. This will allow for a judge free, respectful classroom for all students so that they can reach their highest abilities.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Section I – checking for understanding during instruction
The teacher will check for understanding by using Make it A Priority. This formative assessment gets students to create a list of importance. Top on their list will show what they need the most work on and the bottom will show where they are more comfortable. Students will create these lists based on their knowledge regarding area, y=mx+b, and properties. Make it A Priority will allow the teacher and students to address an issue, solve a problem, or meet a need.
Section II – timely feedback for products (self, peer, teacher)
Students will then use Instructables to create their projects on linear equations using area, y=mx + b, and properties. Student will spend class time in groups of four creating their projects. They should be prepared to present there Instructables next class. The teacher will roam the classroom providing answers to questions and helping students with their projects. This will allow each group to cover the material thoroughly. Students must collaborate their ideas with the teachers before full creation, and presentation. Students will be graded by checklist.
Summative (Assessment of Learning):
Students will create a step by step instruction guide to evaluate area, y=mx+b, and properties. They will compare and contrast their Instructables with other students in the class. The instruction guide will be in terms that most people would be able to understand. Students can use visuals, song, or even text to make the instructions fun and interesting. The students will work in groups of three in order to create a guide that will be posted online. (40 points)
Rationale:
This lesson uses a variety of assessments that are not just pencil and paper quizzes or tests. Students will feel like they are actually learning the material in a fun and interesting way. They will not be forced to memorize facts of information, instead these methods will allow student to learn the material in a more interesting way, and they will be able to apply it outside of the classroom.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
See content notes.
MLR or CCSS:
Common Core State Standards:
Content Area: Algebra
Grade Level: High School
Domain: Creating Equations
Cluster: Create equations that describe numbers or relationships.
Standards(s): 1. Create equations and inequalities in one variable and use them to solve problems.
Facet: Perspective
Rationale:
This lesson is geared to get students interested in the material at hand. By creating an Instructable and using technology they will have fun while learning. They will realize that area, properties, and y=mx+b can be grasped easily! They will also explore multiple other resources aside from the ones provided by the teacher. With these additional resources they will hopefully gain a more enduring understanding. In the end student should effectively be able to create their own perspectives in every detail concerning the uses of area, properties, and y=mx+b
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students will verbally present the Instructables on area, y=mx+b, and properties with their partners to the class.
Logic: Student will really have to think about how to present the subjects of area, y=mx+b, and properties. They will have to keep in mind that their audience is new to all of these topics.
Kinthestic: Student will be encouraged to incorporate a small activity to physically have the audience play, or touch items that relate to area, y=mx+b, and properties.
Intrapersonal: Students will individually have to use a Four Column Chart (corporative learning activity), and a Three Step Interview (graphic organizer) to brainstorm ideas on how to apply area, y=mx+b, and properties in their Instructables.
Interpersonal: Students will be put into groups of three. Using their corporative learning activity, and graphic organizer ideas they will collaborate with their partners to create a final ideas on how to incorporate area, y=mx+b, and properties into the Instructable.
Naturalist: Students will be allowed to bring in props from nature to provide their audience with a physical learning object. This prop will need to be relevant to area, y=mx+b, and properties.
Type II Technology:
Instructables will be used for the technology in this lesson. Instructables is an online website that specializes in user-created and uploaded do-it-yourself projects. In this case students will create an Instructable in groups of three. They will be able to be creative with their fonts, colors, and layouts. They will come up with cool ways to discuss area, y=mx+b, and properties. They will teach the class through their Instructable.
This is a type two technology because Instructables has amazing capabilities. Instructables can move things around, present material in cool, colorful, and individual ways.It creates a sense of structured flow for the students. Students will benefit from Instructable technology because it will allow them to be creative, and they will have the opportunity to work at their own pace, and own ability. Students will be given the opportunity to think, analyze, and present their Instructable guides on the topic of area, y=mx+b, and properties.
Rationale:
This lesson was designed in such a way where differentiation can be used, to fit the needs of all students. All Multiple Intelligences were kept in mind during the process, and resources are provided for the students. During this lesson students will be able to work their strong intelligences as well as work on some of their weaker ones. They will also be able to use the technology, and multiple resources to the advantage of helping them to reach a higher, more enjoyable learning level.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale:
Students will be working with Instructables in order to create a new way to make a fun and exciting way to teach a lesson. Students can use this technology to share information with their peers while working. The lesson is geared to the fact that students will be working together in order to understand the information. Two brains is better than one. This will help the overall learning and progress of the students. Students will also be learning the content material through repetition, and applying that knowledge when using Instructables.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale:
Students will be using Instructables as a way to explore new intelligences and build further on their stronger intelligences. Students will have opportunities to relate information to their learning style of choice, whether it is interpersonal, intrapersonal, visual, or even logic. They will have opportunities to work in groups, and individually. A number of tasks and activities will be given to the students to help them understand the information. They will be able to practice, use graphic organizers, checklists, cooperative learning activities, and will have multiple chances to meet with the teacher and collaborate with their peers. They will have a final product that they will present to the class through a gallery walk, which will show whether or not the student has mastered the material.